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Psychomotor Domain
* ** Written Report ***
This model has six levels where the students would apply in the teaching-learning process.
1. Reflex movement – the actions that are not learned in response to some stimuli. It shows
natural reactions of the body as response to some stimuli.
4. Physical abilities – require endurance, strength, vigor and agility which produces a
sound and efficient functions of the body.
Examples: All activities that require exert effort for long period of time and muscular
exertion
Example: body postures, gestures, and facial expressions efficiently executed in skilled
dance movement and choreographic.
Additionally, Figure 2 shows the three levels of learning given by Moore. The first level is
imitation (model skills), where the students acquire knowledge with the support from instructions
and action of the teachers. The second level is manipulation, where the students perform
independently without the supervision of the teacher, however, the accuracy and efficiency has not
been able to meet. The third level is precision, where the students perform or exhibit the highest
level of skills with accuracy, effortlessly and efficiency.
Figure 2. Three levels of learning
2. SET: refers to readiness to take a particular type of action. This category includes mental set
(mental readiness to act), physical set (physical readiness to act), and emotional set (willingness
to act). Perception of cues serves as an important prerequisite for this level.
Descriptive Activities:
Knows mechanical sequence of steps in varnishing wood
Demonstrates proper bodily stance for batting a ball
Show desire to type efficiently by placement of hands and body
Question/Statement Verbs:
Begins, displays, explains, moves, proceeds, reacts, responds, shows, starts, volunteers
3. GUIDED RESPONSE: is concerned with the early stages in learning a complex skill. It
includes imitation (repeating an act demonstrated by the instructor) and trial and error (using a
multiple response approach to identify an appropriate response). Adequacy of performance is
judged by an instructor or by a suitable set of criteria.
Descriptive Activities:
Performs a golf swing as demonstrated
Applies first aid bandage as demonstrated
Determines best physical manipulation of objects in a sequence for preparing a meal
Question/Statement Verbs:
Assembles, builds, calibrates, constructs, dismantles, displays, dissects, fastens, fixes, grinds,
heats, manipulates, measures, mends, organizes, sketches
4. MECHANISM: is concerned with performance acts where the learned responses have
become habitual and the movements can be performed with some confidence and proficiency.
Learning outcomes at this level are concerned with performance skills of various types, but the
movement patterns are less complex than at the next higher level.
Descriptive Activities:
Writes smoothly and legibly
Sets up laboratory equipment
Operates a slide projector
Demonstrates a simple dance step
Question/Statement Verbs:
Assembles, builds, calibrates, constructs, dismantles, displays, dissects, fastens, fixes, grinds,
heats, manipulates, measures, mends, organizes, sketches
5. COMPLEX OVERT RESPONSE: is concerned with the skillful performance of motor acts
that involve complex movement patterns. Proficiency is indicated by a quick, smooth, accurate
performance, requiring a minimum of energy. The category includes resolution of uncertainty
(performs without hesitation) and automatic performance (movements are made with ease and
good muscle control). Learning outcomes at this level include highly coordinated motor
activities.
Descriptive Activities:
Operates a power saw skillfully
Demonstrates correct form in swimming
Demonstrates skill in driving an automobile
Performs skillfully on the violin
Repairs electronic equipment quickly and accurately
Question/Statement Verbs:
Assembles, builds, calibrates, constructs, dismantles, displays, dissects, fastens, fixes, grinds,
heats, manipulates, measures, mends, organizes, sketches
6. ADAPTATION: is concerned with skills that are so well developed that the individual can
modify movement patterns to fit special requirements or to meet a problem situation.
Descriptive Activities:
Adjusts tennis play to counteract opponent’s style
Modifies swimming strokes to fit the roughness of the water
Question/Statement Verbs:
Adapts, alters, changes, rearranges, reorganizes, revises, varies
7. ORIGINATION: refers to the creating of a new movement pattern to fit a particular situation
or specific problem. Learning outcomes at this level emphasize creativity based upon highly
developed skills.
Descriptive Activities:
Creates a dance step
Creates a musical composition
Designs a new dress style
Question/Statement Verbs:
Arranges, combines, composes, constructs, creates, designs, originates
References:
Bloom, B. (2013). Retrieved October 18, 2019, from
https://www.newworldencyclopedia.org/entry/Benjamin_Bloom.
Czarinavernikom. (2015). Harlow's taxonomy of objectives in the psychomotor domain.
Retrieved October 18, 2019, from
https://www.slideshare.net/czarinavernnokom/harlows-taxonomy-of-objectives-in-
the-psychomotor-domain.
Salandanan, G. G., & Corpuz, B. B. (2015). Principles of Teaching 1 (4th ed.). Quezon City,
Metro Manila: Lorimar Publishing, Inc. doi: ISBN 971-685-749-8
Harrow, A.J. (1972). A taxonomy of the psychomotor domain. New York: David McKay
Co.K